Economics for donors
Exchange benefits the traders.
This is the fifth of nine economic principles, which applies to the give-and-take nature of trading anything, baseball cards or making a donation. Voluntary exchange only takes place when each party feels they gain more than they give. While many students believe “gaining” only counts when it’s monetary, California Council on Economic Education, CCEE, explains the definition of “wealth” as “the subjective evaluation of one’s well being.” When you trade, economically speaking, the good feeling you gain has equal weight as monetary gain. With this thinking, students gain the confidence they need to take control of their decisions, and responsibility for the outcomes, to drive their success. They are changed for the better for life.
Did you know:
- More than 50% of high school students drop out among some groups and geographical areas?
- One-third of students who take an employer-given basic skills test fail?
- Less than half of eligible voters ages 18–29 voted in the last national election?
- Fourteen percent of high school seniors, in a recent survey, correctly answered investment questions, the lowest in the survey’s history?
- California has the highest bankruptcy rate in the nation, with the largest number occurring among 18–25-year-olds?
- Fifty-eight percent of adults in California lack a “rainy day” fund to cover expenses for three months?
The California Council on Economic Education has set some big goals to tackle and reverse these trends — and we need your help to reach our goals. We will track our results and share updates with those who join CCEE. Here’s our high-level plan to improve the economic literacy of Californians:
Goals – By 2015:
- Teach economics to one million California students annually
- Reach 10,000 teachers per year
- Raise $10 million to build our staff and deliver programs to teachers and students
What – Together we can teach California’s K–12 students how to:
- Make informed decisions and take responsibility for the outcomes
- Stay in school and learn skills and knowledge necessary to be part of the global economy
- Understand the labor, product and financial markets and their role in these markets
Why – Benefit California communities and their students
- Reduce the number of high school dropouts
- Break the cycle of poverty for disadvantaged students
- Reduce credit problems and increase wealth by improving financial literacy
- Students’ attitudes improve, test scores increase and they learn more for teachers we train
How – CCEE will:
- Leverage its network of California teachers (each teacher reaches 150 students per year)
- Teach teachers how to educate their students with classroom-ready lessons and programs
- Build upon its 97% teacher-approval rating
When – These goals are accomplished when California realizes:
- Reduced high school dropout rates by 2%, resulting in 2,000 more graduates per year, earning $20 million more per year*
- Reduction in bankruptcy and foreclosures
- Stronger wealth and well being for all
Make a donation today to teach economics and prepare today’s students for tomorrow’s economy.
* Reducing the high school dropout rate by 2% will add 2,000 more graduates per year in California. 2,000 more graduates x $10,000 would earn $20 million more per year or $800 million over their 40-year career. Alliance for Excellent Education: “Dropouts from the class of 2008 will cost California almost $42.1 billion in lost wages over their lifetimes.
Sources: California Department of Education; U.S. Census; FINRA Investor Education Foundation; Learning Points Associates (2009). Brown, Smith and Stein (1995). Linking teacher support to enhanced classroom instruction. Paper presented at the annual meeting of the American Educational Research Association. New York, NY. Cohen and Hill (1997). Instructional Policy and Classroom Performance: The Mathematics Reform in California. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.